"If one teachers for skill, skill will come--but little else. If one teaches for skill, conceptual understanding and problem solving all three will come--and there will be little or no difference along the skills dimensions when you compare performance with instruction on skills alone." ~Shoenfeld, 2008
•Choose an interim objective strand for your unit•Preface the strand with “in order to”and end the strand with “students must”.....by identifying discrete skill(s) to be taught.•Look at the ATL Skill Categories and put your skill(s) in the appropriate Category.•Look at the ATL Skill Clusters and put your skill(s) in the appropriate Cluster by naming the skill set.
Sample Unit Question: What contributions has mathematics made to human civilizations?
Here's an assessment--criterion C--you can use that is related to the unit topic of understanding number systems in ancient civilizations. History of Numbers Investigation C.docx
Hong Kong IB Participants (mathematics, physical education, and music teachers) discussing interdisciplinary units
Reflection: What aspects of this process worked well? What did not work well? How can the process of collaborative planning work?
An Effective MYP Mathematics Programme
Click here to see how a group of year five MYP advanced mathematics students in the Netherlands explore the significant concept, “Theoretical models are often used to attempt to describe a variety of naturally occurring phenomena; such as population growth” through the Areas of Interaction context of Environments.
Participants that are bilingual in French can click here to see how a group of year one MYP students in Canada explore the unit question, "How can Mathematics help us to make decisions that support healthy eating?"
All teachers are language teachers. View this document Math for ESL.pdf to help develop mathematical literacy for all students in your Math class.
Aim:
Objectives:
Resources:
"If one teachers for skill, skill will come--but little else. If one teaches for skill, conceptual understanding and problem solving all three will come--and there will be little or no difference along the skills dimensions when you compare performance with instruction on skills alone." ~Shoenfeld, 2008
ACTIVITY: APPROACHES TO LEARNING
Resources:
Interim ObjectivesATLs Learning Engagement that Models Inquiry
•Choose an interim objective strand for your unit•Preface the strand with “in order to”and end the strand with “students must”.....by identifying discrete skill(s) to be taught.•Look at the ATL Skill Categories and put your skill(s) in the appropriate Category.•Look at the ATL Skill Clusters and put your skill(s) in the appropriate Cluster by naming the skill set.
Sample Unit Question: What contributions has mathematics made to human civilizations?
Here's an assessment--criterion C--you can use that is related to the unit topic of understanding number systems in ancient civilizations. History of Numbers Investigation C.docx
Hong Kong IB Participants (mathematics, physical education, and music teachers) discussing interdisciplinary units
Reflection: What aspects of this process worked well? What did not work well? How can the process of collaborative planning work?
An Effective MYP Mathematics Programme
Click here to see how a group of year five MYP advanced mathematics students in the Netherlands explore the significant concept, “Theoretical models are often used to attempt to describe a variety of naturally occurring phenomena; such as population growth” through the Areas of Interaction context of Environments.
Participants that are bilingual in French can click here to see how a group of year one MYP students in Canada explore the unit question, "How can Mathematics help us to make decisions that support healthy eating?"
All teachers are language teachers. View this document Math for ESL.pdf to help develop mathematical literacy for all students in your Math class.
Source: The Young Adolescent Learner.pdf
http://www.turningpts.org/
Reflect: When designing your MYP Mathematics programme, you will need to consider the following items:
What might a four year scope and sequence look like?
The scope and sequence will need to be translated into unit plans. To help you plan, the MYP - DP Continuum can be found here.It is important to develop comprehensive unit plans that incorporate the fundamental principles of the IB. Click on the MYP Unit Planner - Blank.doc.
Links to MYP Mathematics unit planners (which are available on the OCC):